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ERIC Number: EJ1156240
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0279-6015
Conflict, Closeness, and Academic Skills: A Longitudinal Examination of the Teacher-Student Relationship
Mason, Benjamin A.; Hajovsky, Daniel B.; McCune, Luke A.; Turek, Joshua J.
School Psychology Review, v46 n2 p177-189 2017
The longitudinal relations between teacher-student relationship quality (TSRQ) and student achievement were examined to determine the directional associations between the quality of teacher-rated closeness and conflict with students, and measured math and reading achievement in a large, multisite sample of U.S. youth at first, third, and fifth grade. A longitudinal confirmatory factor analysis model of panel data was employed. After testing longitudinal factorial invariance across time, we tested heterogeneity in the factor variances and differences in the latent means. Math and reading achievement had longitudinal reciprocal relations. Math achievement explained small differences in subsequent teacher-rated closeness after controlling for previous levels of math achievement and teacher-rated closeness. Teacher-rated conflict served as a small but significant predictor of subsequent math achievement across measured time points but previous teacher-rated closeness did not explain subsequent reading or math achievement at any time point. Teacher-rated conflict was relatively stable across grades, whereas teacher-rated closeness varied from first to third grade. Reading and math achievement were highly stable predictors of future achievement. The findings suggested that in a lower-risk sample, measures of TSRQ and achievement may serve as predictors or outcomes and directionality of effects should not be assumed in advance.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Arkansas (Little Rock); California (Irvine); Kansas; Massachusetts (Boston); Pennsylvania (Philadelphia); Pennsylvania (Pittsburgh); Virginia; North Carolina; Washington (Seattle); Wisconsin (Madison)
Identifiers - Assessments and Surveys: Student Teacher Relationship Scale; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R324B100004